Joint attention is a fundamental skill that does not develop naturally in children with Autism Spectrum Disorder (ASD). There are many ways to train joint attention skills in children with ASD, one of which is through the use of music. This study explored the role of Interactive Music Intervention (IMI) in increasing the joint attention skills in children with ASD aged 4-6 years. IMI was developed based on the principles of interactive music therapy, using call-and-response songs. The study used a single-case experimental research design - pre-experimental (A-B). Assessment tools used in this study including Childhood Autism Rating Scale (CARS) for screening the participants and Early Social Communication Scale (ESCS) for measuring joint attention. There were 7 sessions which consisted of 1 pre-test session, 5 intervention sessions and 1 post-test session involving 4 participants. Visual inspection indicated that IMI significantly improved the joint attention skills of children with ASD aged 4-6 years in structured musical situations. Each participant had their own specific pattern of response. However, statistical evaluations showed that IMI had not yet had an effect on the joint attention skills of children with ASD aged 4-6 years in unstructured situations. Nonetheless, there was an increase on the average score of Initiating Joint Attention (IJA). Discussion about the relationship between music response and joint attention, as well as the recommendations for future directions and the evaluation of IMI are provided.